Comprehensive for who? Neoliberal directives in Australian ‘comprehensive’ sexuality education and the erasure of GLBTIQ identity
Comprehensive for who? Neoliberal directives in Australian ‘comprehensive’ sexuality education and the erasure of GLBTIQ identity
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澳大利亚“全面”性教育的新自由主义指令和消除 GLBTIQ 身份的全面指导
DOI：
10.1080/14681811.2016.1141090
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Barrie Shannon
中科院分区：
文献类型：
--
作者：
Barrie Shannon
摘要 目前，澳大利亚性（质量）教育课程旨在为学生提供有助于他们成长过程中“健康”性选择的信息。然而，这不是中立的信息，而是社会和文化规范的话语，编码了规范性的二元性。主要关注美国的性教育文献倾向于将课程归类为“综合”或“保守”派别，分别由进步的、世俗的方法或基于宗教或禁欲的课程组成。然而，这两个派系似乎都无法解决与男同性恋、女同性恋、双性恋、跨性别者、双性人和酷儿（GLBTIQ）学生相关的问题的整合，这种二元概念也不能代表澳大利亚性教育政策和实践的现实。本文认为，当代性教育从根本上讲是新自由主义的焦点，旨在将 GLBTIQ 人群同化到现有的规范框架（经济和社会）中，而不是挑战他们。这种方法并不能培养学生对压迫、权力或道德的批判性理解。围绕性的批判性素养的发展被认为对于有效满足 GLBTIQ 学生的复杂需求至关重要。该论文探讨了澳大利亚教学资源中缺失的酷儿话语。这些内容的纳入将使之前被沉默的问题凸显出来，从而使 GLBTIQ 学生受益。
Abstract At present, Australian sex(uality) education curricula aim to equip students with information which facilitates ‘healthy’ sexual choices as they develop. However, this is not neutral information, but rather socially and culturally regulated discourse which encodes a normative binary of sexuality. The largely US-focused sexuality education literature tends to categorise curricula as belonging to either ‘comprehensive’ or ‘conservative’ factions, consisting of progressive, secular approaches or religious- or abstinence-based programmes, respectively. Neither of these factions, however, appear to be able to cater for the integration of issues relevant to gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) students nor does this binary conceptualisation represent the reality of Australian sexuality education policy and practice. This paper argues that contemporary sexuality education has a fundamentally neoliberal focus, which aims to assimilate GLBTIQ people into existing normative frameworks (economic and social), rather than challenge them. Such an approach does not foster critical student understandings of oppression, power or morality. The development of critical literacy around sexuality is regarded as essential to meaningfully address the complex needs of GLBTIQ students. The paper explores missing queer discourses within Australian teaching resources. The inclusion of these would benefit GLBTIQ students by bringing previously silenced issues to the fore.